chapter iii review of related...

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CHAPTER III

REVIEW OF RELATED LITERATURE

3.1. INTRODUCTION

No one can deny that advances in information technology, coupled with the changes in

society, are creating new paradigms for education and training. It is indeed a fact that

revolutionary changes are taking place in the ways and means of disseminating knowledge in the

present “knowledge-based society”. The rapid increase in the availability of computers and other

electronic devices has made significant changes in the education system. With the advent of

scientific and technological innovations, the ways to disseminate knowledge has changed

drastically. Recent innovations, like e-lectures, collaborative learning and teaching, video

conferencing, interactive online testing, online self assessment, use of digital libraries, internet

and the World Wide Web have become the educational tools. Development in computer

technology has resulted in E-learning. It can be comprehended as learning which is facilitated

and supported through the use of information and communication technology.

Rosenberg (2001) says that the use of internet technologies to deliver a broad array of

solutions that enhance knowledge and performance is E-learning. E-learning or electronic

learning is the term used to describe all learning that has an electronic dimension to it. Khan

(1997) and Hall B. (2001) report that “E-learning is the fastest growing and most promising

technique in the educational industry”.

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Development in internet and multimedia technologies are the basic enablers of E-learning

with content, technologies, and services being identified as the three key sectors of the E-

learning, (Nagy, 2005).

E-content plays the most critical role in making the electronic way of teaching more

functional and effective. In the educational industry, e-content can be defined as the digitized

content that facilitates the learning process. It has long been recognized that specialized delivery

technologies can provide efficient and timely access to learning materials.

With the changing scenario and needs of the school education, it has become inevitable

for the teachers to use more varied, advanced, and effective electronic devices. Only an e-based

teacher education programme can be instrumental in producing good teachers who can meet the

demands of schools and society and can develop the higher order cognitive abilities of the pupils.

Yet, how and when should educators use these technologies in the most effective ways to

enhance learning? The effectiveness and usefulness of using E-learning and E-learning modules

in teaching are to be reviewed. The following are the relevant review of related literature needed

to carry out the research in the right way.

3.2. STUDIES ON COMPUTER SUPPORTED LEARNING THROUGH METHODS OF

CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS CONDUCTED WITH

REFERENCE TO ACHIEVEMENT IN OTHER SUBJECTS - ABROAD.

Smart, Kathy Ann (1993), compared the effectiveness of multimedia instruction, and

traditional instruction augmented by a multimedia module for psychomotor learning. The results

showed that the students liked the multimedia module and perceived that it helped them to

understand and learn the multimedia instruction, and they viewed it as a positive experience.


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Wills.S (1993), a scholar of the University of Melbourne, studied “The Effect of

Interactive Multimedia approach in Teaching and Learning”. The major objective of her study

was to find if the interactive multimedia approach improved the quality of teaching and learning.

It was found out and confirmed that the interactive multimedia approach improved the quality of

teaching and learning among school students.

Williams, Douglas et al. (2001) attempted an “Analysis of Navigation in a Problem-

Based Learning Environment”. The objective of their exploratory study was to investigate both

the use of tools and design features in a piece of PBL software and their effectiveness on middle

school students’ learning. The result revealed that the interactive nature of hypermedia

technology and its ability to deliver information in different media formats can provide unique

capabilities for implementing problem-based learning (PBL) environments via CD ROMs.

Kochker, M., Yadov, A., Phillips, M. and Cavazos-Kottke, S (2005) carried out an

experiential study. In their study, they sought to understand the interaction of video, by studying

the impact of the two different media (Video–Text) in learners. They studied how equivalent text

and video versions of four different stories impacted participating learning. Results indicate that

a whole video does not provide an advantage over text as measures of immediate information

recall.

Leuenberger, H., Menshutina, N., and Betz, G. Puchkov, M.N.(2006), have written

an article on “E-learning and Development of New Courses and Scientific Work in the field of

Pharmaceutical Technology”. Since 2001, the Institute of Pharmaceutical Technology (IPT) at

the University of Basel and the Mendeleyev University of Chemical Technology of Russia

(MUCTR) have established an institutional partnership (IP), which is supported by the Swiss

National Science Foundation (SNF) in the framework of the SCOPES (Scientific Cooperation


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between Eastern Europe and Switzerland) project. The results of this collaboration are the new

teaching technologies that were introduced at the MUCTR and the IPT. The former include

multimedia lectures in pharmaceutical technology, which are held in parallel at the University of

Basel and MUCTR, and the educational web-portal 'Pharmacy online', which was awarded a

medal at the 4th Moscow International Salon of Innovations. It was found that the multimedia

lectures are popular with and helpful for MUCTR students, because they can compensate to a

certain extent, the lack of equipment at the MUCTR.

Naik, D.C., Teelock, V. (2006), have written an article entitled “Enhancing the

Teaching and Learning of History and Geography through Information and Communications

Technology: A Mauritian Experience”. The introduction of information and communications

technology (ICT) in the educational system has brought a new dimension to the teaching of

history and geography at the primary level. To make teaching and learning of such subjects fun,

stimulating, and at the same time interesting, for the curricula, the Virtual Centre for Innovative

Learning Technologies (VCILT) has developed an interactive multimedia pedagogical support

CD-ROM to be used in Standards 4 and 5 (students aged 8-10) of Mauritian primary schools.

The introduction of this interactive multimedia pedagogical support CD-ROM benefitted the

students in the teaching of history and geography at the primary level.

Kanellopoulos, D., Sakkopoulos, E., Lytras, M.T., and Sakalidis, A. (2007), in their

article titled “Using Web-Based Teaching Interventions in Computer Science Courses” discussed

than an open-source management system of Web-based teaching interventions can be used in

general for science curriculum courses, and especially for computer science courses. The

proposed solution is called the System of Teaching Intelligent Interventions (STII) and facilitates

the authoring, deployment, and evaluation of Web-based metaphors. In this paper, they discuss


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the use of metaphors for assisting students to comprehend the substance of cognitive concepts

and their basic background. STII was applied in a particular educational scenario during the

learning process of 228 students attending the course "computer applications." The presentation

of results from a pilot evaluation of two metaphors demonstrates the usefulness of the system.

The evaluation focuses on the impact of the two metaphors on student learning, and on detecting

potential correlations between metaphors and students' groups. STII evaluation conclusions

strongly support that multimedia metaphors can be used as an alternative instructional tool to

assist students in confronting their cognitive constraints and in developing functional

understanding of curriculum courses.

Lanyi,CS., Kosztyan,Z., Kranicz,B., Schanda,J. and Navvab, M.(2007), in their

article “Using Multimedia Interactive e-teaching in Science”, discussed that color is becoming a

key issue in many e-commerce products. This made it necessary to develop a color course easily

accessible from the Internet or distributed on CD-ROM. It was described that the electronic

approaches were found to be more advantageous than that of the class-room demonstrations to

bring the fundamentals of colorimetry to the students with the help of demonstrations.

Suarez,MDA., Artal,CG., and Hernandez, FMT(2009), in their paper “E-learning

multimedia applications: Towards an engineering of content creation” presented the acquired

experience in the development and use of multimedia contents for E-learning applications

created for some of the subjects of the degree course in computer science engineering. The

deliveries of these contents make use of Internet and video streaming techniques. The result of

the work shows students satisfaction, including their comments.

Katai,Zoltan. and Toth, Laszlo(2010), in their conceptual paper on “Technologically

and Artistically Enhanced Multi-Sensory Computer-Programming Education” have investigated


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how the educationally valuable outcomes of these trends could be implemented in computer-

programming education, and in what ways this process could be catalysed by arts (dance, music,

rhythm, and theatrical role-playing). They presented a theoretical basis for technologically and

artistically enhanced multi-sensory teaching-learning strategies. This work focuses particularly

on how dance can be involved in computer science classes.

Campbell, Kristin R., Wilson, Sandra B., Wilson, P., and Christopher He, Zhenli

(2011), in their paper titled, “Interactive Online Tools for Teaching Plant Identification”,

described the interactive review exercises that were developed as the online learning component

of an existing native plant landscaping course. The instruments were designed with specific goals

for students to 1) test their plant identification knowledge, 2) practice leaf terminology with

specific plant examples, and 3) associate landscape performance with native ecosystem

characteristics. The plant identification tool was developed within a spreadsheet application

using formulas consisting of logic statements. This tool tested the students' ability to identify

plants and spell scientific and common names associated with high-resolution plant images. The

leaf terminology tool was developed using a multimedia platform. It used a drag-and-drop

interface where students were asked to associate a specific leaf term (i.e., margin, apex, base,

texture, arrangement) with a scanned image that best matches the taxonomic term. The

ecosystem tool, also developed using a multimedia platform, used digital images captured for

each of Florida's major ecosystems in conjunction with sets of plant combinations and site

characteristics. Students selected the appropriate choices and submitted their answers online,

after which they received immediate feedback. Students reported an improvement in plant

recognition after they had access to these identification tools. These interactive learning tools not


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only benefit students enrolled in this specific course but can be adapted to a variety of online

courses nationwide.

Koehler, N.A., Thompson, A.D., and Phye, G.D. (2011), attempted a design study on “A

design study of a multimedia instructional grammar program with embedded tracking”. The

study meant to demonstrate the feasibility of integrating three rather different theoretical

perspectives for future efforts in multimedia instructional design. A multimedia instructional

grammar program contextualized within the teaching of English as a Second Language (ESL)

program was developed and evaluated. The program design was grounded in Mayer's

Multimedia Learning Theory (2001), Sweller's Cognitive Load Theory (CLT, 2005), and

cognitive training theory using an inductive reasoning paradigm (Klauer and Phye, Rev Educ

Res 78(1):85-124, 2008). Two studies involving ten and four adult ESL learners were conducted

in a Midwest community college. Grammar teaching occurred within the context of history and

geography of the USA. Students with low prior knowledge of passive voice grammar concepts,

intermediate level of general vocabulary, and an adequate basic knowledge of content (basic

geography and history) benefited most from the program. Preliminary results are encouraging for

the aforementioned integrative efforts.

3.3. STUDIES ON E-LEARNING IN OTHER SUBJECTS - ABROAD

Indrus, Rozhan Mohammed and Latesh, Habibah Hj (2000) presented the

instructional design aspects of a multimedia course delivered online via the Internet in a distance

learning programme at the University Sains Malaysia. The results showed that students’

perceptions toward online distance education focused on accessibility and presentation rather

than pedagogical techniques and interactivity. This study “Online Distance Education at the


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University Sains Malaysia, Malaysia; Preliminary perceptions” reported that learners were fully

satisfied with the course supplied.

Kekkonen-Moneta et al. (2002), evaluated the effectiveness of Web-based, interactive,

multimedia electronic learning materials by comparing students’ learning outcomes in the lecture

and online versions of an introductory computing course at the Hong Kong University of Science

and Technology. Static treatment and animation treatment had no significant difference. Text-

based and audio-based treatment yielded the same result. Web-based interactive electronic

learning modules fostered higher order learning outcomes. They suggested that the use of

carefully designed interactive electronic learning modules fosters higher-order learning

outcomes.

Paul G. Paris (2004), carried out a research study to examine the affective, behavioural,

and cognitive attitudes of 52, Year 10 students from an Adelaide Public Secondary School

towards a specific type of online E-learning, that of Online Web-Assisted Learning (OWAL).

Data were collected to examine differences in attitudes between paper assisted learning and

OWAL, of differences in attitudes towards OWAL between males and females, the correlation

between Internet use and positive OWAL attitudes, and the “publishing elements” that students

find most appealing in OWAL.

Lau,HYK. Mak, and KL.Ma, H.(2006), have written an article on the Interactive

Multimedia E-learning System (IMELS) that was developed to provide a comprehensive

problem-based learning environment for the discipline of industrial engineering. It gives an

overview of the design of this interactive multimedia E-learning system that facilitates the

interactive, web-based teaching and learning of industrial engineering via a problem-based


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learning paradigm. To demonstrate the functionality of the system, one of the case problems that

is incorporated in the system--the performance of system analysis of a production operation of a

'' virtual company '' is presented. Through this example, the article highlights the characteristics

of the system and provides and discusses the significance of the features delivered by the

IMELS.

Zajaczck, J. Gots et al. (2006), have created and utilized a web-based, multimedia

teaching and learning application “Schoolbook” for neuro radiology. Schoolbook is technically

based as a content management system and is realized in a LAMP environment. The content is

generated with the help of the developed system and stored in a database. The layout is defined

by a PHP application, and the web pages are generated from the system. The results revealed that

Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This

enables the teacher to autonomously process the content into the web-based application which is

used for lectures, seminars, and self-study. A multimedia case library is the central building

block of Schoolbook for neuro radiology, whereby the learner is provided with original

diagnostic and therapeutic data from numerous individual cases. The user can put individual

emphasis on key learning points as there are various ways to work with the case histories.

Besides the case-based way of teaching and learning, a systematically structured way of dealing

with the content is available. It is concluded that eLearning offers various opportunities for

teaching and learning in academic and scientific, as well as in economic contexts. Web-based

applications, such as Schoolbook may be beneficial not only for basic university education but

also for the realization of international educational programmes, such as the European Master of

Medical Science with a major in neuro-radiology.


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Ridgway, et al. (2007), have carried out a study on “Surgical E-learning: Validation of

Multimedia Web-Based Lectures. An entirely web-based surgical 5-week lecture course was

designed. Fifty per cent of the lectures were prepared as HTML slides with voice-over while the

other group was presented the text-only form. Only written material presented was examined.

The lectures were presented via an educational web module. The lecture series was balanced

specifically to reduce pre-existent knowledge bias. Web usage was estimated utilising surrogates,

including the number of hits as well as log-on timing. Face validity was assessed by a

standardised questionnaire. Eighty-eight students took part in the lecture series and the

subsequent examination and questionnaire. Median multiple choice questionnaire (MCQ) marks

were significantly higher in the aural lecture-derived stems versus the non-aural (P = 0.012,

Mann-Whitney U-test). There was widespread approval of web-based learning as an adjunct to

conventional teaching. Usage rates were augmented significantly in the final week when

compared to the previous four weeks (mean total hits weeks 1-4 +/- SEM: 100.9 +/- 9.7 and

mean total hits week 5: 152.1 +/- 13.1; P < 0.001, Kruskal-Wallis). However, total hits did not

correlate with overall examination results (r(2) = 0.16). The aural lectures demonstrated higher

face validity than the non-aural for content and presentation (P < 0.05, Kruskal-Wallis). The

results revealed that the addition of aural files to the novel web-based lecture series is face valid

and results in significantly increased examination performance.

Claudia Blezu, and Emil M. Popa (2008), presented a paper on “E-learning and Its

Prospects in Education”. The term “E-learning” refers to the use of Internet technologies. It was

coined in the late 1990s to describe the use of technology to deliver learning and training

programs. The term “E-learning” is now used in the Framework to capture the general intent to

support a broad range of electronic media (Internet, intranets, extranets, satellite broadcast,


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audio/video tape, interactive TV and CD-ROM) to make vocational learning more flexible for

clients. Flexible learning expands choice on what, when, where, and how people learn. It

supports different styles of learning, including E-learning. Flexibility means anticipating, and

responding to, the ever-changing needs and expectations of VET clients - enterprises learners

and communities. E-learning is the unifying term to describe the fields of online learning, web-

based training, and technology-delivered instruction. Nothing is changing as fast as all the terms

related to E-learning. In E-learning environments, learners interact with learning materials, their

instructors and other learners from various locations and often at various times using network

technologies. E-learning is flexible learning using ITC resources, tools and applications, and

focusing on interactions among teachers, learners and online environment. E-learning usually

refers to structured and managed learning experiences, and may involve the use of Internet, CD-

ROMs, software, other media, and telecommunications.

Padilla, B. and Rodríguez, M.C. (2008), presented a paper titled “Relationships

between Affective Style, Attitude towards E-learning, and Effectiveness of an Online Training

System”. Th study focussed on an online training system in a Mexican company. A convenience

sample of approximately 20 students were used. Students’ affective style and attitude towards E-

learning will be measured through an electronic version of PANAS and an adaptation of Mishra

and Panda’s E-learning Attitude Scale, respectively. These were related to the program’s

effectiveness, which were evaluated through satisfaction and performance, in accordance with

Kirkpatrick’s model. Positive, significant correlations between the variables were the outcome.

Walker, David A. et al. (2008), studied the E-learning module for Teacher

Development: Project REAL. To provide highly qualified teachers and to continue the

development of their classroom practices, first-rate professional development is needed. E-


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learning modules were created to provide quality professional development to in-service

teachers, enhance instruction without time constraints, and offer a common knowledge base of

instructional strategies for in-service and pre-service teachers to improve teacher preparation and

provide additional resources for continued development. E-learning modules completed by both

in-service and pre-service teachers establish a common knowledge of best practices of

instruction in identified, critical areas. In-service and pre-service teachers are able to team teach

lessons using the same strategies and expectations. E-learning modules can also provide valuable

resources from other colleges across a university. These modules are available on-line or on a

CD-ROM, 24 hours a day, seven days a week from any location. This article describes Project

REAL (Rockford Education Alliance), a comprehensive partnership between Northern Illinois

University (NIU), Rock Valley College, and Rockford, Illinois Public School (RPS) District 205

with a focus on improving student performance and enhancing the quality of teacher educators.

Project REAL chose E-learning modules as an alternative method to provide professional

development.

Abdallah Arman (2009) investigated the effect of E-learning approach on students’

achievement in Biomedical Instrumentation Course at Palestine Polytechnic University. The

study listed the wide use of E-learning at Universities and other organizations all over the world,

either to support classroom learning or on its own. With newly developing multimedia

technologies, incorporating simultaneous presentations of narration, images, and text, the

possibilities for instruction are vast. In this study, an experimental group of (14) students were

examined after studying a course using E-learning approach. El Gazzar Instructional Design

Model (2002) instructional design approach was used in the development of e-content. The

course was implemented using MOODLE-LMS. Students’ achievement was examined before


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and after the experiment. The research results proved that there is a significant increase in gain in

achievement. The E-learning has achieved efficiency greater than (80%) in achievement.

Liu, S.H. et al. (2009), have attempted a research which presents an integrated

theoretical framework to study users' acceptance of streaming media for E-learning. Three

streams of research provide the basis for this integrated framework: the technology acceptance

model, flow theory, and media richness theory. Students enrolled in an online section of an

information systems course used one of three different combinations of text, streamed audio and

streamed video. Regression analysis was used to test the hypotheses in this field experiment.

Perceived ease of use was a predictor of perceived usefulness: both the perceived usefulness and

the attitude of the user were predictors of intention to use. Richer content-presentation types

were positively correlated with higher concentration levels but showed mixed results when

correlated with perceived usefulness. Results from this study have practical implications for

those interested in integrating streaming media into E-learning.

Nast, A. Schafer et al. (2009), took up a study on “Online lectures for students in

dermatology: A replacement for traditional teaching or a valuable addition?” in which they

aimed to increase the percentage of students benefiting from their lectures during their 6-month

principal training period in dermatology by making lectures available online. To establish a

baseline, they started to count and calculate the average percentage of students attending face to

face classes. For the next semester, with a new student generation, they made recordings of about

half of the lectures and made them available online. After this testing period, they informed the

next new student population at the beginning of the following semester that all lectures would be

recorded and made available online. Students' attendance was documented during these periods,

and in addition, questionnaires were used to assess students' acceptance and use of the online


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lectures. At the end of the project, it was found that 66% of the students (n = 256) indicated that

they had used the online lectures, and 12% of all students stated that they were usually unable to

attend lectures due to conflicting obligations, but could now participate, thanks to the E-learning

programme. An additional 44.9% of all respondents indicated that they welcomed the E-learning

programme as a way to view specific lectures. The average attendance of face-to-face lectures

did not decrease. O Hence, it was concluded that online lectures in dermatology were highly

welcomed by the students and may be a good means to improve the education of students in

dermatology.

Tatli, Z.H. (2009), in his paper “Computer-Based Education: Online Learning and

Teaching Facilities” analysed the concept of E-learning, Internet learning, distributed learning,

networked learning, telE-learning, virtual learning, computer-assisted learning, web-based

learning, and distance learning. Different terminologies have been used for online learning, a

fact that makes it difficult to develop a generic definition. Terms that are commonly used include

E-learning, Internet learning, distributed learning, networked learning, telE-learning, virtual

learning, computer-assisted learning, web-based learning, and distance learning. In a broad

sense, computer-based education (CBE) means using computers in education for all kinds of

purposes. In CBE, hypermedia, hypertext, and multimedia terms are commonly used. An

important division of signal processing is between analog and digital signal processing (DSP).

Academic and professional organizations agree that using online-based learning environments

can offer Sound pedagogical benefits. For learners, online learning knows no time zones, and

location and distance are not an issue. In asynchronous online learning, students can access the

online material at anytime, while synchronous online learning allows for real time interaction

between students and the instructor.


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Weninger, L. et al. (2009), have done research on “Docs 'n Drugs - an E-learning

Program for Medical Students; Feasibility and Evaluation of the Acceptance in Student Training

in Child and Adolescent Psychiatry at the University Hospital in Ulm”. The objective was to

explore the feasibility of adding psychiatric cases to an educational system that was primarily

oriented towards somatic diseases, and to then evaluate the acceptance of these child and

adolescent psychiatric cases. Once cases had been developed, this module was integrated into

Docs' n Drugs as a one-and-a-half hour web-based seminar as part of a block practicum in child

and adolescent psychiatry and subsequently evaluated. The evaluation included data from 69

participants between the Summer of 2004 and the Spring of 2006. Of the participating students,

80.8% had never used the E-learning platform together with a monitor in a seminar before. The

evaluated feasibility trial with a child psychiatric module within an E-learning based teaching

platform showed that knowledge not only of somatic cases but also of psychiatric cases can be

imparted via E-learning. It is concluded that the integration of E-learning into an existing

curriculum is advisable in any case.

Elizabeth A. Fisher and Vivian H. Wright (2010) have done a qualitative study

investigating the effectiveness of implementing usability testing into online course development

for improved course design. For the purposes of this study, usability testing refers to iterations of

testing that inform changes in course design in a cyclic fashion. Data were collected during the

Spring 2009 semester at a major research university in the Southeast. Fourteen freshmen

participants took part in the study. Participants were observed as they completed predefined

tasks. Data were collected through video recordings, surveys, observer logs, and journaling.

Findings indicated that usability testing may provide a model for improved online course design.


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Hao Shi (2010), in his article “Developing E-learning Material for Software

Development Course” has analysed software development. Software Development is a core

second-year course currently offered to undergraduate students at Victoria University at its five

local and international campuses. The project aims to redesign the existing course curriculum to

support student-centred teaching and learning. It is intended to provide a learning context in

which learners can reflect on new material, discuss their tentative understandings with others,

actively search for new information, develop skills in communication and collaboration, and

build conceptual connections to their existing knowledge base. The key feature of the cross-

campus curriculum innovation is the use of Blackboard, short for Blackboard Learning System,

to assist in course content organization and online delivery. In this paper, the developed

curriculum and the learning outcome are described. The E-learning material and various

Blackboard tools used for teaching and learning activities are presented. Finally, a conclusion is

drawn from classroom experience.

Davids M.R., Chikte, U.M.E., and Halperin, M.L. (2011), have attempted a study on

“Development and Evaluation of a Multimedia E-learning Resource for Electrolyte and Acid-

base Disorders”. This article reports on the development and evaluation of a Web-based

application that provides instruction and hands-on practice in managing electrolyte and acid-base

disorders. The Electrolyte Workshop was developed using Flash and followed an iterative design

process. Two case-based tutorials were built in this first phase, with one tutorial including an

interactive treatment simulation. Users select from a menu of therapies and see the impact of

their choices on the patient. Appropriate text messages are displayed, and changes in body

compartment sizes, brain size, and plasma sodium concentrations are illustrated via Flash

animation. Challenges encountered included a shortage of skilled Flash developers, budgetary


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constraints, and challenges in communication between the authors and the developers. The

application was evaluated via user testing by residents and specialists in internal medicine.

Satisfaction was measured with a questionnaire-based on the System Usability Scale. The mean

System Usability Scale score was 78.4 +/- 13.8, indicating a good level of usability. Participants

rated the content as being scientifically sound; they liked the teaching approach and felt that

concepts were conveyed clearly. They indicated that the application held their interest, that it

increased their understanding of hyponatremia, and that they would recommend this learning

resource to others.

Kim, Mi-RyangKim, Tae Ung Kim, and Jaehyoun (2011), in their research have

employed a quantitative modeling framework to develop a structural model that embodies the

flow concept and interactivity components of what makes for satisfactory learning experiences.

Over the past decade, E-learning has had an enormous impact on all levels of education. E-

learning is expected to provide a variety of communication channels among students and faculty,

and offer students flexibility beyond the space and time limit. However, some claim that where

on-line delivery may be beneficial for some students, others feel dissatisfied with on-line courses

resulting from feelings of isolation and lack of interaction. This case focuses on the e-learner

satisfaction, as global teaching effectiveness, perceived by adult part-time students, and

introduces various dimensions of E-learning to evaluate their direct and indirect impact on the

global teaching effectiveness. The data were collected from student survey to measure these

constructs and fit a structural equation model. It is hoped that the results from this study provide

meaningful insight into the development and delivery of high quality E-learning courses.

Martinez-Torres, M.R., Toral, S.L., and Barrero, F. (2011), have analysed in this

paper, a scientific technique called concept mapping that proposes to identify the external


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variables that should be kept in mind while designing an E-learning tool. As a result,

improvements can be programmed to increase its utility in the teaching activities prior to its use.

The method has been tested in the development of an E-learning system used for advanced

microprocessor teaching. Results are shown through two-dimensional maps, in which variables

can be seen as clusters or groups of ideas. These variables can be used as a guide for developing

an eLearning tool. The reliability of the results is also analyzed to check the correct application

of the proposed technique.

Michele Biasutti, (2011), did a study on the student experience of a collaborative E-

learning university module. The aim of this paper was to present a picture of student experience

of a collaborative E-learning module in an asynchronous E-learning environment. A distance

learning module on music education worth five credit points for a bachelor online degree for

primary school educating teachers was assessed using a self-evaluation questionnaire that

gathered quantitative and qualitative data about student satisfaction of the collaborative E-

learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a

10-point Likert scale and offered data about satisfaction with the module. The qualitative part of

the questionnaire provided an insight into the participant perspective of the online collaborative

experience. General open questions on satisfaction and dissatisfaction were analyzed with an

inductive analysis which showed the evaluation criteria used by 92 students. Results of the

analysis showed five themes of the participants’ perspectives, which were interpreted by the

researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive

aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved.

The aspects that were associated with satisfaction included: collaborating, comparing ideas,

sharing knowledge and skills to support each other, peer learning, analyzing and integrating


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different points of view, the usability of the platform, group planning and workload management.

Aspects of the student learning experience that should inform the improvements of E-learning

include: more collaboration between students since some students engage differently; more

coordination and organization, the workload management in the group activities, some technical

problems such as updating modifications. The participants’ results in the module increased their

didactic potential as primary school teachers. The findings are discussed in relation to their

potential impact on developing collaborative activities addressed to teacher education in distance

learning. Implications for future research are also considered.

Sarah J. Stein, Kerry Shepherd and Irene Harris (2011) in their article titled

“Conceptions of E-learning and Professional Development for E-learning Held by Tertiary

Educators in New Zealand” revealed that conceptions of E-learning provide some insights for

individuals, institutions, and those responsible for planning and implementing professional

development programmes to help them support the development and progress of E-learning in

appropriate and rewarding directions.

Sung, Yao-Ting., Chang, Kuo-En., and Yu, Wen-Cheng (2011), have attempted to

introduce in their paper, the methods of E-learning courseware quality assurance (a quality

certification system) adopted by the eLQSC (E-learning Quality Service Centre) in Taiwan. A

sequential/explanatory design with a mixed methodology was used to gather research data and

conduct data analyses. Sixty-seven E-learning courseware applications were evaluated using the

E-learning Courseware Quality Checklist (eLCQC). Analyses of item difficulty, item

discrimination, and generalizability indicated that the eLCQC provides high-quality evaluations.

After participating in the certification process, the E-learning producers reported having more

confidence in enhancing E-learning courseware quality. The certification experience also helped


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the producers to change their previous design concepts about E-learning courseware and to

develop new concepts; further, their increased confidence about courseware design also

enhanced their confidence in marketing courseware.

Tseng,Ming-Lang., Lin, Ru-Jen., and Chen, Hui-Ping. (2011), have attempted to

evaluate the effectiveness of teaching or learning in an E-learning system measures in linguistic

preferences. There is a trend among universities in Taiwan to offer more and more E-learning

courses. The effectiveness of teaching or learning in an E-learning system can be quantified by

multi-criteria measures. A generalized quantitative evaluation model that considers both the

interdependence among measures and the fuzziness of subjective perception is currently lacking

in the literature. The results indicated that the fuzzy analytical network process is a simple,

suitable, and effective method of identifying the primary measures that influence the

effectiveness of E-learning, specifically in the context of interdependent measures and varying

linguistic preferences. The findings that were the most significant measures of E-learning

effectiveness were the quality of the E-learning system and learner attractiveness. Enhanced

usage of multimedia features can attract learner attention and may eventually increase learner

attractiveness. Reducing the waiting time for learning materials to load may improve the quality

of the system.

Walsh,John., Sun, Jerry Chih-Yuan., and Riconscente Michelle. (2011), have

developed an Adobe ColdFusion- and Adobe Flash-based system for simplifying the

construction, use, and delivery of electronic educational materials in science. The Online

Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based

online interface, which reduced the need for programming skills and the time for curriculum

development. The OMTT in Neuroscience was used by faculty to enhance their lectures in


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existing curricula. Students had unlimited online access to encourage user-centered exploration.

The OMTT was found to be rapidly adapted by multiple professors, and its use by undergraduate

students was consistent with the interpretation that the OMTT improved performance on exams

and increased interest in the field of neuroscience.

Mohammad Madallh Alhabahba et al. (2012), in their paper aimed to examine the

students’ attitudes towards E-learning system in one of the Malaysian universities. It has been

noted that E-learning initiative is a pivotal alternative learning tool nowadays. Therefore, an

examination of students’ attitude is a cornerstone to successfully and effectively understand how

students react towards these initiatives. Thirty respondents excluded from the sample were pilot

tested to validate the attitude scale used in this study. One hundred and thirty nine students

agreed to participate in the study as well. The study’s results revealed that attitude is not a single

domain by itself. Factor analysis suggests that attitude has been divided into two separate socio-

psychological constructs.

3.4. STUDIES ON COMPUTER SUPPORTED LEARNING THROUGH METHODS OF

CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS CONDUCTED IN

MATHEMATICS - ABROAD.

Pam Bishop, Mike Beilby, and Adrian Bowman, (1992), did research on Computer-

based learning in mathematics and statistics. The CTI Centre for Mathematics and Statistics was

set up under a UFC initiative to collect and distribute information about computer-based teaching

material. It now has a substantial database of computer packages and has made contact with

relevant departments in all institutions of higher education. This paper outlines the work of the

Centre, and presents information about the courseware contained in the database, classified by

teaching approach and subject area. The effect on teaching quality is described, with a case


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study, and an examination is made of the present and future role of the computer, based on visits

and contacts made in this sector.

Balarabe Yushau (2006), carried out a study that examines the influence of blended E-

learning on students' attitude towards mathematics and computers. A random sample of 70

students of the preparatory year program of King Fahd University of Petroleum & Minerals

(KFUPM), Dhahran served as the sample of this study. Data were collected at the beginning

(pre-program) and the end (post-program) of the semester using Aiken Mathematics Attitude

Scale and Greessen and Loyd Computer Attitude Scale. The result indicates that the subjects

have positive attitude towards mathematics and computers.

Ortega-Tudela, J.M., and Gomez-Ariza, C.J. (2006), in their study aimed to explore

the extent to which computer-assisted teaching facilitates the learning of basic mathematical

concepts and skills in children with Down Syndrome (DS). Thus, the effectiveness of a

multimedia teaching method is compared with a traditional one in the teaching of counting and

cardinality abilities and concepts. In this study, two groups of DS children were trained. One of

them was taught by using mathematical multimedia software, whereas the other learned by

means of pencil-paper-based tasks on the same material as the multimedia group. The children of

both groups were evaluated before and after training sessions. The multimedia group showed a

higher performance than the paper and pencil-assisted teaching group on a variety of tasks and

measures, suggesting a clear relation between teaching method and mathematical learning in DS

children.

Gabriel Lopez-Morteo and Gilberto López (2007) introduced an electronic

collaborative learning environment based on Interactive Instructors of Recreational Mathematics


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(IIRM), establishing an alternative approach for motivating students towards mathematics. The

IIRM are educational software components, specializing in mathematical concepts, presented

through recreational mathematics, conceived as interactive, recreation-oriented learning objects,

integrated within the environment. The architecture of the learning environment which integrates

communication services that support the interaction processes of the learning community,

through instant messaging, chat rooms, and multi-player math games were presented. Through

the environment’s interface of their personal workspace, students have access to several easy-to-

use mechanisms that allow them to customize its content, its layout, and its appearance. At

internal levels, the functionality of IIRM is enhanced with features supported by the environment

infrastructure. The different aspects of the learning environment in three short, motivation-

oriented math courses given to Mexican high-school students were evaluated. The results

indicated that the use of the IIRM-based electronic learning environment, positively affects

student attitudes towards mathematics.

Baptista, J. Aires, et al. (2010), took up a case-study on “Using Information

Technology-Based Exercises in Primary Mathematics Teaching of Children with Cerebral Palsy

and Mental Retardation: a Case Study”. They presented a case study where a set of multimedia

exercises were used in order to possibly improve the mathematical skills of pupils, one with

mental retardation and another with cerebral palsy. Being part of a Web-based system to support

students' learning, the referred set of multimedia exercises proved to be the children's favorite,

rather than exercises in paper form, which also led the children to show a fair more positive

attitude towards learning. Also, we observed that through the mentioned multimedia exercises,

the children became far more autonomous, interested, persistent, happy, and able to easily absorb

the material, as well as more willingly to continue on working.


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Elenchothy Davrajoo, Rohani Ahm Tarmizi, Mokhtar Nawawi, and Aminuddin

Hassan (2010) investigated the effect of Algebraic Mastery Learning Module (AMaLM) usage

on mathematics achievement of low achievers with high anxiety in mathematics. In this quasi-

experimental study, 50 low achievers in Form Four from a secondary school located in a rural

area were involved. Target participants were divided into two groups: an experimental group

with AMaLM and conventional instruction strategy group. The content of activities for the two

groups was the same but differed in its structure of teaching. The activities were carried out for

about three weeks of intervention period. The activity papers for conventional instruction (CI)

strategy group were solved with the use of only paper-and pencil and compared with the

solutions presented by the teachers. The experimental group solved algebra problems also as

paper-and pencil activities but utilizing the AMaLM. AMaLM is a self-guided book to ease the

learning of mathematics for low achievers with mathematics anxiety. It was developed based on

constructivist learning theory and mastery learning theory. The material to be learned is

subdivided into small units, covering one lesson to another. The two groups completed Algebraic

Comprehension Test (ACT) before and after the intervention period. The mean scores of ACT 1

and ACT II for the AMaLM group and CI group after the intervention were 58.32, 36.88, and

25.8, 22.96 respectively. Results showed that the experimental group improved considerably

better than the control group. The preliminary findings of this pilot study provided evidence that

the construction and mastery of the algebraic concepts assist students towards positive attitude in

mathematics learning. AMaLM as a self-guided learning tool has favoured the learning process

specifically in reinforcing algebraic knowledge for low achievers with anxiety towards

mathematics.


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Nathan, M. J. (2010), revealed that technology plays a special role in learning and

practicing mathematics. Technology supports for mathematics education largely reflect the form

and shifts of underlying theories of learning and intellectual behavior. Information processing

theory and theories of cognitive skill acquisition have and continue to be dominant influences in

mathematics education. Increasingly, designs of educational technologies are influenced by

emerging theories of knowledge, practice, and collaborative and discovery-based learning that

focus on situated and socio-cultural perspectives, constructivism, and embodied cognition. These

have inspired technologies that support active learning and discovery, self-monitoring, dynamic

software, anchored instruction, networked devices, participatory simulations, serious games, and

construction kits for tangible mathematics.

Othman N. Alsawaie and Iman M. Alghazo (2010) carried out an intervention study

that explored the effect of using video lesson analysis methodology (VLAM) on the ability of

prospective middle/high school mathematics teachers to analyze mathematics teaching. The

sample of the study consisted of 26 female prospective mathematics teachers enrolled in a

methods course at the United Arab Emirates University. The participants were divided equally

into two groups: experimental and control. The experimental group was involved in video lesson

analysis where they analyzed ten video lessons throughout the semester. The group members

interacted via discussion forums through Blackboard technology. Both groups wrote analyses of

two video lessons, one before the intervention program and another at the end of it. It was found

that the intervention remarkably improved the ability to analyze the mathematics teaching of the

experimental group while little improvement occurred in the control group. Implications for

teacher education programs are discussed.


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William Martin, Sergio Loch, Laurel Cooley, Scott Dexter, and Draga Vidakovic,

(2010) developed and implemented a curriculum and a pedagogy for parallel courses in (a)

linear algebra, and (b) learning theory as applied to the study of mathematics with an emphasis

on linear algebra. The purpose of the ongoing research, partially funded by the National Science

Foundation, is to investigate how the parallel study of learning theories and advanced

mathematics influences the development of thinking of individuals in both domains. The

researchers found that the particular synergy afforded by the parallel study of math and learning

theory promoted, in some students, a rich understanding of both domains and that had a

mutually reinforcing effect. Furthermore, there is evidence that the deeper insights will

contribute to more effective instruction by those who become high school math teachers, and

consequently, better learning by their students. The courses developed were appropriate for

mathematics majors, pre-service secondary mathematics teachers, and practicing mathematics

teachers. The learning seminar focused most heavily on constructivist theories, although it also

examined socio-cultural and historical perspectives. A particular theory, Action–Process–

Object–Schema (APOS) [10] was emphasized and examined through the lens of studying linear

algebra. APOS has been used in a variety of studies focusing on student understanding of

undergraduate mathematics. The linear algebra courses include the standard set of

undergraduate topics. This paper reports the results of the learning theory seminar and its effects

on students who were simultaneously enrolled in linear algebra and students who had previously

completed linear algebra, and outlines how prior research has influenced the future direction of

the project.

Bachrata K and H. Bachraty (2011), investigated the topic “E-learning in


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Mathematics”. The problems in the E-learning course market show that besides the development

of new technologies, it is necessary to also pay attention to other factors that affect the creation

of meaningful courses. These factors are the content of said courses, as well as their real

applications as related to their didactic and educational aims. Furthermore, attention has to be

paid to the administration and maintenance of courses and the training of educators in their

proper use. In this article we aim to show the risks of over-dependence on ICT technologies in

the teaching of mathematics, and suggest who should be preparing meaningful E-learning

courses.

Hui-Chuan Chu, Min-Ju Liao, Tsung-Yi Chen, Chia-Jou Lin, and Yuh-Min Chen

(2011), did research on learning case adaptation for problem-oriented E-learning on

mathematics teaching for students with mild disabilities. Both problem-oriented learning and

case-based learning are effective methods for practical knowledge development. However, an

automatic development of learning cases for adaptive learning is still an open issue. To support

adaptive case-based learning in a proposed problem-oriented E-learning (POeL) environment

and to address the complexity and diversity of the learning problems of students with mild

disabilities, this study presents a learning case adaptation framework to support problem-

oriented E-learning. This framework provides mechanisms to search and match similar learning

cases according to encountered teaching problems by information retrieval techniques, and to

develop an adaptive learning case by adaptation techniques. Adaptation techniques include a

substitution technique, a removal technique, and a composition technique, and utilize cosine-

measure and genetic algorithm. In this research, adaptive learning cases were developed for

teaching students with mild disabilities so as to assist regular and special education teachers to

develop practical knowledge of teaching more effectively.


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Maria Andrade-Arechigaa, Gilberto Lopeza, and Gabriel Lopez-Morteob,(2012)

attempted a research on Assessing effectiveness of learning units under the teaching unit model

in an undergraduate mathematics course. An Interactive Platform for Learning Calculus (PIAC)

that serves as a container for the Learning Units (LU) was created following a specific

instructional design, namely, the Teaching Unit Model (TUM), and presented. Two

experimental groups and two control groups for a total of 102 students taking the Calculus

course participated in the study. Results indicated that the grades obtained in all of academic

activities by the groups using PIAC, compared with the control groups, provide solid evidence

to the positive influence of the intervention of the technology under the TUM.

3.5. STUDIES ON E-LEARNING CONDUCTED IN MATHEMATICS - ABROAD.

David Crowe and Hossein Zand (2000) in their article titled, “Computers and

undergraduate mathematics 3: Internet resources”, analysed the use of computers for

undergraduate mathematics to encompass the Internet. They surveyed some of the large range of

resources that are currently available, and examined the rather less well known problem of

implementing student-teacher dialogue. This topic is increasing in importance, as use of the

Internet is expanding rapidly.

Odd Bringslid (2002) discussed in his paper “Mathematical E-learning Using

Interactive Mathematics on the Web” on the development of the XML-standard MathML and

also how the use of JAVA servlet containers have made it possible to use the Web as an

advanced calculator using numeric, graphic, and symbolic mathematics, interactively. In

connection with mathematical E-learning for engineering students, this will represent quite a


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quantum step. In many European countries, both the number of students in mathematical

courses, generally, and the number passing through the exams, has reached a ‘dangerously’ low

level and industry and schools are complaining. The improvement of understanding

mathematics by using interactive and personalized documents on the Web could reverse bad

trends.

Wing-Kwong Wong, Sheng-Cheng Hsu, Shih-Hung Wu, Cheng-Wei Lee, and Wen-

Lian Hsu (2007) took up a research on LIM-G: Learner-initiating instruction model based on

cognitive knowledge for geometry word problem comprehension. In this study, a learner-

initiating instruction model (LIM-G) is proposed to help learners’ comprehension of geometry

word problems. Geometry word problems are math word problems involving geometric

concepts. Many researches indicate that learners encounter difficulties while comprehending

math word problems. In this model, a learner can seek help with any geometry word problem he

is interested in. Based on a learner-initiating instruction strategy, LIM-G first comprehends the

problem and then gives the learner the telegraphic and diagrammatic representations of the

problem, which are more intuitive to understand. For LIM-G, the comprehension mechanism

plays a critical role in solving word problems. For this study, a system is built based on LIM-G.

In this system, the cognitive knowledge needed for comprehending geometry word problem is

constructed with an ontology-based tool called InfoMap. Using cognitive knowledge and frame-

template structures, the system can extract the relevant concepts in geometry word problems for

comprehension.

Alday, R. and Panaligan, A. (2010) have conducted a study at the undergraduate level

to determine the effects of E-learning, particularly, in analytic geometry as to if it can lessen the


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common fear of Filipino students to mathematics. Just because teen age students engross

themselves with the use of technology specifically computers, this study investigates if math

anxiety will be lessened if mathematics is taught using E-learning, thus improving student

academic performance.

Thompson, Katerina V et al. (2010), have taken up a study on the topic, “Interactive

Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students”. In this

study, MathBench Biology Modules were designed to address these needs through a series of

interactive, Web-based modules that can be used to supplement existing course content across

the biological sciences curriculum. The effect of the modules was assessed in an introductory

biology course at the University of Maryland. Over the course of the semester, students showed

significant increases in quantitative skills that were independent of previous math course work.

Students also showed increased comfort with solving quantitative problems, whether or not they

ultimately arrived at the correct answer. A survey of Spring 2009 graduates indicated that those

who had experienced MathBench in their course work had a greater appreciation for the role of

mathematics in modern biology than those who had not used MathBench. MathBench modules

allow students from diverse educational backgrounds to hone their quantitative skills, preparing

them for more complex mathematical approaches in upper-division courses.

Norngainy Mohd Tawil, et al. (2011) researched the topic, “E-learning versus

Traditional Method in Teaching Mathematics and Statistics Courses for Engineering Students in

Universiti Kebangsaan Malaysia. In this study, they examined students’ perception towards the

importance and usefulness of modern technologies, such as E-learning (WILEY PLUS) in

comparison with the more traditional lecture, as knowledge delivery or alternatively, a method


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of learning process. The objectives of this study were to test whether there is any difference

between these two methods and to identify which method is more important and agreeable to the

students. The sample of this study consisted of First Year and Second Year engineering students

at the Faculty of Engineering and Built Environment, UKM who had Mathematics and Statistics

courses, respectively. The paired t-test was used to compare these two methods. This study

revealed that there is a significant difference between WILEY PLUS and lecturing in

Mathematics and Statistics courses. Overall, lecturing was significantly of importance and

favourable in the learning process for both courses compared to the newly-introduced WILEY

PLUS.

Tzu-Hua Wang (2011) studied the implementation of Web-based dynamic assessment

in facilitating junior high school students to learn mathematics. This research adopted the

Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applied it

to the remedial teaching of junior high school mathematics. In GPAM-WATA, when examinees

fail to answer items correctly, they obtain instructional prompts (IPs) in a graduated way. A

quasi-experimental design was adopted. Ninety-six junior high school seventh graders from

three different classes participated in this research. The three classes were randomly divided into

the GPAM-WATA group (n = 31), the N-WBT group (n = 31), and the PPT group (n = 34). All

students received traditional mathematics instruction from the same teacher. After traditional

mathematics instruction, all students took the pre-test of the summative assessment. The

students in the three different groups, then, respectively received remedial teaching in the form

of GPAM-WATA, normal Web-based test (N-WBT), and paper-and-pencil test (PPT). After the

remedial teaching, all students took the post-test of the summative assessment. The results

indicate that compared with other groups, performing remedial teaching using GPAM-WATA


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has significantly better effectiveness. Moreover, it is found that the IPs in GPAM-WATA are

effective in remedial teaching for not only those students most lacking in different types of

mathematical problem-solving knowledge but also all the other students.

Mengping Tsuei (2012) aimed to explore the effects of the synchronous peer tutoring

system on children's mathematics learning. In the project, there were 88, 10–11-year-old

students who peer tutored each other in mathematics in the face-to-face online environment for a

year. Compared to the control group, students in the experimental group had significant gains in

mathematics learning, especially in the arithmetic and application types of questions. This study

demonstrated the positive effects of peer support via the online synchronous learning on

students' self-concept and attitudes toward mathematics learning. The results indicated that the

longer the vulnerable pupils engaged in peer tutoring online, the more they benefited from the

process. The finding suggests that students demonstrate different mathematics reasoning skills

when they are paired with peers at different levels of ability. These findings demonstrate that the

synchronous peer tutoring system is an effective tool to enhance elementary students' learning in

mathematics, as well as to promote positive self-concepts.

3.6. STUDIES ON COMPUTER-SUPPORTED LEARNING THROUGH METHODS OF

CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS IN OTHER SUBJECTS -

INDIA.

Usha, P. (1990) conducted a study on preparing and evaluating self-instructional film

strips on nutrition. The objective was to find whether teaching through self-instructional film

strips had an effect in the achievement (or) not. She found that on the recall (knowledge), those

students who got higher scores were the ones who were composed to self-instructional film


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strips. On other objectives, like understanding, application, and skill, the gain score was found to

be significant for all the groups.

Jeyamani, P. (1991) carried out a study on Computer Assisted Instruction in teaching

Physics for IX Std Students. He revealed that the experimental group received the CAI as

treatment and after the experiment, it was found that the experimental group performed better on

the post test. The differences were insignificant irrespective of sex and medium of instruction.

Kozma R.B., (1991), attempted an investigation on “Learning with Media” under the

subtitle “Learning with Multimedia”. The main objective of the study was to find out whether

media devices influence better learning of the people. The investigations reveal that several

media devices at the same time in co-ordinated fashion had produced better learning among the

students, i.e., there was a significant difference between the students who are taught by the

traditional way and the students who were taught through media.

Rose A.V., (1992) investigated the topic, “Teaching the under achievers through

computer assisted instruction”. It was found out that the results were positive. Moreover CAI

proved to be more beneficial to the under achievers.

Karpagakumaravel, R. (1994) developed a computer software programme in English

Grammar for XI Standard Students. A heterogeneous group of 20 pupils were exposed to the

English lesson, developed in the computer. The criterion level of validating the CAI lesson was

kept as an 80% average. The immediate achievement of the pupils in the standardized criterion

test was found satisfactory as 80% of the sample - (sixteen pupils) scored 80% average. The

running time for the whole programme was found to be 45 minutes.


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Rangaraj K.R. (1997) developed a syllabus-based computer software package in

teaching physics at higher secondary level and studied the effectiveness of computer-assisted

instruction in teaching physics at the higher secondary stage. The analysis of data revealed that

there was a significant difference between the means of the pre- and post-test in physics among

the controlled and two experimental groups at all the levels of cognition in favor of the post-test.

Barab, Sasha et al. (2000) described an introductory undergraduate astronomy course in

which the large-lecture format was moved to one, in which students were immersed in a

technology-rich, inquiry-based, participatory learning environment. They found that virtual

reality can be used effectively in regular undergraduate university courses as a tool through

which students can develop rich understanding of various astronomical phenomena.

Kamika T Bhal and Mardikar A.M., (2000) studied the effectiveness of computer-

based training for aviation maintenance. The 140 persons who participated in this study were

randomly divided into two groups with 70 in each group (A&B) were matched for age and

experience. The average age and experience of the participants was 34.99 years and 13.16 years,

respectively. They were asked to fill up a questionnaire that contained items on trainees’ prior

experience, the amount of satisfaction of CBT, and their extent of ease of CBT. The results

clearly established the superiority of CBT (Computer Based Teaching) over LBT (Lecture Based

Teaching).

Panda, et al. (2000) conducted a study and determined the degree of attainment of

cognitive skills through computer-assisted learning (CAL) compared to the traditional approach

to teaching; and compared the effect of CAL on the learning achievement of boys and girls. The

sample consisted of 40 students from Class XII, selected using cluster sampling. They were

further divided equally into two groups as control and experimental groups. Special objective-


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based lesson plans on CAL were used for treatment in experimental group. Statistical techniques

like the 'F' test, ‘t’ test and chi-square were used to analyze the data. Data analysis indicated that

computer-assisted learning (CAL) resulted in greater learning achievements in all hierarchies of

cognitive domain.

Sharma R.D., and Sansanwal D.N. (2002), compared among video-based instructional

strategies for teaching science at class IX level in terms of achievement. One of the main

objectives was to find out whether there is any significant difference in teaching Science to Class

IX through video-based instruction. The major finding was that the treatment had a significant

effect on achievement in Science, of students belonging to different video-based instructional

strategies for teaching Science.

Vaikunthavasagam (2002) studied the impact of multimedia on achievement in science

at primary level. He concluded that the impact is very high. It was found that if multimedia

materials are developed for all the competencies for all classes, then there will be better

achievement at the primary level.

Anna Raja and Felcia Persis Rani (2003) developed a Computer-Animated package in

biology and found out the effectiveness of a computer animated package in teaching biology to

VIII standard students. They used Power Point for developing a computer-animated package in

biology. Each slide was designed for a specific topic, the investigators developed a computer-

animated package with various animation effects like appear, fly, swivel, spiral etc., and the

slides were presented with the help of a multimedia computer. The‘t’-test results indicated that

the experimental group is better than the control group with regard to achievement in biology.


95

Kakreti B.R., and Rajesh Nagarkoti (2003) compared the effectiveness of CAI method

and the traditional method of teaching on the basis of achievement of the students in economics.

The analysis of data clearly indicated that the students of the experimental group (taught through

CAI) has scored higher than the control group (taught through the traditional method). The gain

scores of the first are higher than that of the second. The magnitude of the difference in gain

score of the experimental group is statistically significant.

Malliga, T. (2003) studied the relative effectiveness among different strategies of

Computer Mediated Multimedia Presentation in Teaching and Learning of Chemistry at Higher

Secondary Stage. To study the relative effectiveness among PBL(Peer-based Learning), ILMMP

(Individualized Learning supported by Multimedia Presentation), and IILMMP (Interactive

Individualized Learning supported my multimedia presentation) in terms of development of

cognitive skills at different levels of knowledge, understanding and application among students

of class IX, quasi-experimental design was adopted for the study. The results of the study

indicated that the enhancement of learning chemistry was only due to media effectiveness, and

suggested that Computer Mediated multimedia-based instruction was found to be the most

effective strategy in terms of cognitive skills, knowledge, understanding, and application in

realizing the instructional objectives in chemistry at class IX, and it can be introduced in

education.

Margaret D. and Agnes H. (2003) studied the use of Computer-Assisted Technology to

enhance student Psychiatric Nurses’ learning during a practice placement. The purpose of this

study was to involve the use of a computer-assisted learning (CAL) interactive multimedia

(IMM) package called “Admissions”, as a self-directed learning tool with two second year


96

psychiatric nursing students. The investigation concluded that the CAL package was easy to use,

informative, and promoted independent self-directed study.

Shanthi and Amalraj (2003) studied the effectiveness of Computer-Assisted Learning on

the achievement of students studying through CAL and the traditional methods of instruction and

they studied the effectiveness of CAL on achievement in Bio-Zoology between the experimental

and control group students with reference to different mental abilities, such as Gifted, Average,

and Slow learners. It revealed that both Lecture Method and CAL have made significant effects

on achievement of the students in the pre and post-test. CAL has made a significant favourable

effect on achievement in Bio-Zoology.

Vasanthi and Hema (2003) studied the effectiveness of teaching chemistry through

Computer-Assisted Instruction over the Traditional Teaching Method with 60, I year B.E.

students. A group of 30 students were taken as the control group and the remaining 30 were

taken as the experimental group. From the findings, it was concluded that teaching chemistry

through CAI was found to be more effective than teaching through the Traditional Method.

Bobby (2004) investigated Computer Supported Collaborative Learning (CSCL) in

learning zoology in the IX Standard. The class consist of 37 students in a single group design.

CSCL included the following tasks namely - Teacher Presentation (Multimedia), Student

Presentation (Multimedia), Assignment, and Brain Storming, each task covering one sub unit of

the lesson. After completing each task, the investigator assessed their performance. Continuous

assessment was made. The students participated actively and enthusiastically. The study

indicated that there was a significant impact of CSCL in learning zoology and learning was

accelerated by Computer Supported Collaborative Learning.


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Mridula D. Ranade (2004) made a study on critical evaluation of a computer-assisted

instructional package developed for teacher educators. The study objectives were to prepare a

computer assisted instructional (CAI) package on “Multiple Intelligences” and to study its

effectiveness in terms of achievement. The (CAI) package comprised a Power Point presentation,

projected at a large screen and provided with commentary where required. The entire package

contained 93 slides, of which 84 were based on content. Nine slides contained a short test for

generating a multiple intelligence profile of the learner. The viewing time was about one and a

half hours. The participants were asked to give an introspective report regarding their reactions

to the package in terms of their readiness to use CAI in their own teaching, and (a) learning the

content, and (b) evaluating the presentation. The findings both quantitative and qualitative

revealed that the presentation was effective in bringing about learning. It was also effective in

evoking positive reactions towards use of CAI in teaching – learning.

Panch Ramalingam (2004) studied the effectiveness of video recorded teaching skills on

development programmes in higher education with the aim of developing the teaching skills of

teachers in higher education, at the UGC academic staff college of Pondicherry University. The

micro teaching technique supported with video recording of lessons was used as a method of

developing teaching skills. The sample consisted of 147 participants who attended the IT-based

orientation courses conducted during the academic year 2002-2003 involving faculty from

various colleges and universities. The instruments used to collect the data were the teaching

competency schedule and the observation schedule for teaching skills designed and validated by

the investigator. The study revealed that 84% of the participants asserted that they derived

specific benefits in areas of development of teaching skills, as a result of attending the

orientation programme.


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Annaraja, P., and Nirmala Sundararaj (2005) attempted to find out the effectiveness

of power point presentation in teaching zoology for higher secondary students. The sample for

the study consisted of 35 higher secondary students. The investigator used a single group pre-

and post-test design. The investigators developed Power Point slides for zoology and an

achievement test in zoology. The findings revealed that the Power Point presentation was

effective in teaching zoology for higher secondary students.

Arulsamy, S. (2005) compared the effectiveness of interactive multimedia CD-based

learning with the conventional teaching method with science group students. The sample for the

study consisted of 50 learners from the XI standard of Sri N. Krishanrajulu Chettiar Government

Girls Higher Secondary School, Kurusukuppam, Pondicherry. By means of a pre-test and post-

test, it was observed that the experimental group’s performance was far superior to the control

group. The study clearly revealed the supremacy of the interactive multimedia CD-based

learning courseware.

Helen Joy and Shaiju (2005) developed a computer-assisted lesson on the topic, UNO in

History, and tested the effectiveness of Computer-Assisted Teaching and the Lecture Method of

the lesson on the topic, UNO in History, at the Higher Secondary Level. The results indicated

that there was no significant difference between the control and experimental (CAT group) group

in the mean pre-test achievement scores but the mean post-test scores of the CAT group were

found to be significantly higher than that of the group taught by the Lecture Method.

Sangeeta (2005) studied the role of multimedia and co-operative learning in enhancing

the writing competence of the students. So students were taken for the study and the result of

pre-post-test shows insignificance.


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Subbaiah, S. (2005) studied the application of ICT in English Language Teacher

Education. The study investigated the application of information and communication technology

in teacher education with reference to its needs, knowledge and skills among teacher educators.

Descriptive with normative survey technique and experimental method were used in the study.

The samples were taught with multimedia courseware package as a communication technology

in teacher education (i.e., learning to learn with information technology). The tools used in the

study were (1). questionnaire (2). attitude scale (3) interviews, and (4). diary analysis for data

collection. The result showed that the attitude of teacher educators towards ICT is quite positive.

The multimedia CD-ROM courseware package was found to be effective in delivering ICT

information.

Johnson (2006) studied the effectiveness of interactive multimedia approach over the

conventional method in teaching physics for XII Standard students. The experimental method

was used. The total sample was 80. The sample was XII students of Blessed Mother Teresa

Model Higher Secondary School in Pondicherry. The researcher used the ‘t’ test score to find

out the difference between the pre-rest and post-test. He found that there was a significant

difference between the experimental group and the control group in their achievement in the

post-test. He also stated that multimedia approach makes the teaching learning process effective

and enhances mastery level over the subject.

Vinoth Kumar, D. (2006) compared the relative effectiveness of Power Point-Assisted

Instruction and the Traditional Method of teaching with reference to the topic ‘National Income’,

in the syllabus prescribed for the higher secondary level in Tamilnadu. The investigator

developed and validated power point slides and the same was used for the research. The pre-test


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and post-test equivalent group experimental design was adopted. It was found that Power Point-

Assisted Instruction makes for higher scores compared to the traditional method.

Benjamin Edward William, A. (2007), compared the effectiveness of interactive

multimedia CD-based learning with the conventional teaching method with the Science group

students. The sample of the study consisted of 48 learners in the XI standard of Blessed Mother

Teresa Model Higher Secondary School, Pondicherry. By means of a pre-test and post-test, it

was observed that the experimental group’s performance was far superior to the control group.

The study clearly revealed that the interactive multimedia CD-based learning prepared by the

teacher could show immense impact in the learning of physics. Further, the experimental group

has expressed a more favourable attitude towards the interactive multimedia CD-based learning

courseware.

David Devraj Kumar and Robert, D. Sherwood (2007) did a study on science teaching

with a multimedia simulation on water quality, the “River of Life”, on the science conceptual

understanding of 83 students in an undergraduate Science Education (K-9) course. Paired t-test

of the pre- and post-test, and pre- and delayed post-tests showed significant (p<0.05) gains on

students achievement. The simulation had a significant effect on the conceptual understanding of

students. Students were able to transfer knowledge acquired from the multimedia simulation into

their lessons plans.

Joy, B.H. (2007) studied the usage of Internet, Practice and Attitude of teacher trainees.

The sample was chosen based on purposive sampling. Sample consisted of 171 B.Ed., students.

The tools used were (i) self-efficient questionnaires on CAI and Internet, (ii) attitude towards

computers, CAI and Internet scale, and (iii) basic information schedule. The results showed that


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among the total sample of 171, 69% had accessed a computer, 9.3% accessed it at home, 9.9% at

school, 9.9% at college and 29% at a computer center. 4.1% had used the computer at all the

above places. On the other hand, 31% had not at all accessed computers. Among those who had

used computer at the time of study, 7.6% used a computer all days, 13.45% used it once a week,

12.28% used once it in a month, and 16.37% used it once in three month, during the one year

period.

Jyothi (2007) compared the effectiveness of self-instructional module with conventional

teaching method with the students of chemistry. The sample for the study consisted of class IX

of Little Star High School, Madannapet, Hyderabad. By means of the pre-test and post-test it was

observed that the experimental group’s performance was far superior to the control group. The

study clearly revealed that the self-instructional module prepared by the teacher through simple

PowerPoint presentation could show immense impact in the learning of Chemistry.

Amruth, G. Kumar., and Devika, R. (2008) made an attempt to test the effectiveness

of a ‘multimedia learning package’ (MMLP) in social science for secondary school students.

Randomized control group pre-test and post-test experimental design was followed for the study.

Results of the study show that use of multimedia learning package in social science is helpful in

improving the achievement of the students.

Babu, R., and Vimala, T.S. (2008) studied the Impact of Multimedia Method in

Accountancy Learning at the Higher Secondary Level. The study was carried out with 240

students of aided and corporation schools of Chennai city which included 120 boys and 120 girls.

The tool multimedia remedial teaching material (MMRTM) was used in order to reduce the

various types of efforts committed by the students in passing journal entries, posting them in the


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ledger and trial balance preparation. There was significant difference between the pre-test and

post-test errors of the experimental group of aided school students with respect to the

remediation in the multimedia method.

Bharat, H. Joshi (2008) explored the experience of ICT integration in the M.Ed.,

Programme. A total of 46 learners belonging to the Bhavanagar University formed the sample

for the study. The findings revealed that the learners were found to hesitate initially, but after two

days, they felt comfortable with the computers. Overall, they had cultivated a positive approach

towards the use of computers in their teaching.

Jagannath K Dange (2008) developed a CAI package on five units pertaining to the

environment in the Science syllabus prescribed for the 8th standard in the Karnataka State

syllabus. After administering a pre-test he taught a sample of 30 students these units with the

package for a period of one and half month and conducted a post-test. The results indicated that

the CAI package has made for a statistically significant gain in attitude and awareness scores of

the sample.

Nimavathi, V., and Gnanadevan, R. (2008) aimed to prepare a multimedia package for

the teaching of Science at the Secondary level. The sample of the study consisted of 105 learners

of Class IX in the Thiruvannamalai District in Tamilnadu. An achievement test in science,

constructed and validated by the researcher was used for the study. The results concluded that

there was a significant difference between the experimental group and the control group in the

achievement of science at the post-test level. The learners learning with the help of multimedia

programme fared better in science than the learners learning through the conventional method.


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Baiju K. Nath. (2009) aimed to conduct a critical study on the effectiveness of

Educational CDs developed by SIET Kerala in social science for secondary level pupils. The

general aspects of the educational CD showed that it was conducive for the secondary level,

because of very good picture, audio, and video clarity.

Jomy Johnson and Vinaitheerthan V. (2009), aimed at finding the use of computers

among higher secondary students and the significance of the difference between the sub-samples

of the students with respect to their use of computers. The investigators randomly selected 802

higher secondary students from higher secondary schools as a sample. A scale to measure use of

computers among higher secondary students constructed and validated by the investigators

(2008) was used in this study. Results revealed that the use of computers is moderate in higher

secondary students. The study also revealed significant difference in the use of computers

between groups with regard to gender, stream of subject, parent knowledge about computer and

availability of a personal computer at home. This reveals that the use of computers among higher

secondary students needs to be improved.

Kanmani, M., and Radha, M. (2009) attempted to find out the effectiveness of CAI

package in basic Electronics Teaching. In this study, the pre-test and post-test equivalent-group

design was followed. The researcher developed a CAI package and used the same for his

research. The study was conducted on B.Sc. students. It was found that the experimental group

students were better than the control group students in the gain scores.

Anboucarrassy, B. (2010), undertook a study to find out the effectiveness of

multimedia approach over the conventional method in teaching biology to IX Standard students.

The research method used in this study was an experimental method with parallel group design.


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In the parallel group design two or more groups were selected and their mean and standard

deviation of some selected variables were equated. One group was treated as the control group

and the other group as the experimental group. Experimental factors were applied on the

experimental group and traditional teaching was given to the control group, simultaneously,

conducting a pre-test and post-test for the control group and the experimental group. A

multimedia package and an achievement test developed by the investigator were used for the

study. This experimental study revealed that there was a significant difference in the

achievement of the experimental group over the control group. Hence, it was concluded that the

multimedia approaches would be considered to be one of the best techniques for biology

teaching at the IX Standard level.

Angadi, G.R., (2010) developed a multimedia package in biology. Developing and

validating the multimedia presentation is a highly promising instructional technique. The

instructor developed and validated the topic “The Living World” in Bio-science of IX Standard,

from the syllabus prescribed by the DSERT of Karnataka State. The pre-test, post-test equivalent

group experimental design was adopted. It was found that multimedia instruction was effective

for comprehension and retention of information for a longer duration as compared to the

conventional method of teaching.

Chiniwar, P.S. (2010), in his article titled “The Role of E-learning in Empowering

Students with Disabilities” has revealed that the educational programs supported by information

technology can support people with disabilities. It was concluded that each individual will learn

in a different way and the more those differences can be accommodated through E-learning, the

better will the teaching be.


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3.7. STUDIES ON E-LEARNING CONDUCTED IN OTHER SUBJECTS - INDIA.

Bhuvaneshwari, K. (2004), studied the effectiveness of a Computer-Assisted Evaluation

Package deployed on Internet and intranet as a measure for the Tamil Nadu Professional Courses

Entrance Examination. Tools, such as, a website with Computer-Assisted Evaluation package,

and an achievement test were used. It was found that there was significant difference among the

different instructional strategies, viz., internet, and intranet with feedback from teachers.

Khan, B.H. (2004) studied the use of the P3 model in E-learning, and suggested that the

P3 model provided opportunities to create well-designed, learner-centered, engaging, interactive,

affordable, efficient, easily accessible, flexible and meaningful E-learning environments. Also,

the E-learning P3 model provided a comprehensive picture of the E-learning process and helped

to identify the roles and responsibilities for the design, development, evaluation, implementation,

and management of all E-learning materials and systems.

Singaravelu, G. (2007) investigated the impact of Internet in learning research

Methodology. Eighty students of B.Ed. in Government College of Education, Orathanadu

formed the sample of the study. Forty learners were placed in the experimental group and forty

learners were placed in the control group. Research Methodology was taught in the conventional

method to the control group, and Website was introduced for learning research methodology to

the experimental group. Spot guidance and maximum availability of internet were provided as

treatment to the experimental group. On measuring the achievements of post-tests of both the

groups, it was found that there was a significant difference between the conventional approach

and through internet in learning research methodology.


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Jebaraj, G.P., and Mohanasundaram, K. (2008) developed web enabled e-content on

teaching of physics at the Tertiary Level which included the following objectives: (i) to develop

and validate an e-content on the “Solar System” (ii) to find the effectiveness of e-content on

“Solar System” in teaching beyond cognition at the tertiary level, and (iii) to find out the

differences in achievement between the teacher trainees learning the “Solar System” through e-

content with respect to gender and subject of study. The experimental method, using the pre-test

post-test method, was adopted. The data were converted into percentage and subjected to the ‘t’

test. The study indicated that the experimental group and control groups differ in their

achievement.

Anita Rastogi and Babita Parashar (2009) developed an e-content package following

Gagne’s instructional design model based on the concept of micro-teaching. It was tried on

student teachers in an experimental situation in this study. It revealed that the E-learning

environment makes the students retro-active, participating in the learning process, as opposed to

being passive in the traditional teaching environment and makes their perception about learning

positive and encouraging. The e-content proved effective in enhancing their level of achievement

and their proficiency in teaching skills.

Aravindan, S. and Ramganesh, E. (2010) investigated the effectiveness of e-content in

concretizing the concepts of physics among heterogeneous teacher educators. The study explored

the effectiveness of e-content in concretizing concepts in physics among the heterogeneous

group, the prospective teacher educators of Department of Education, BARD, and Trichy. E-

content was developed on the topic “Semiconductors”. The study adopted the single group

experimental design with a sample of 33 students in the Department of Educational Technology.


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The results revealed that the e-content was effective in concretizing the concepts of physics, even

to the students with no science background at the collegiate level.

Ramasamy, R., and Hariharakrishnan, V. (2010) developed e-content on “laser” in

physics at the college level. The experiment was conducted with the developed modules of

subject-content material on laser with a sample of 20 students of the UG level belonging to

physics. The e-content on laser is a 10 minutes programme. The students were taught the

developed e-content on laser. An achievement test consisting of 15 objective type items on the

topic laser was administered. The experiment was conducted to establish the validity of the

developed e-content with content experts and user satisfaction on learning. The collected data

subjected to appropriate statistical analysis, revealed that e-content will certainly be effective in

teaching this topic. The quality of the subject content material is in the hands of digital

convergence of texts, graphics, animation, music, video, audio, etc. The achievement test score

shows more than 80% in its average. Thus, this study proves the effectiveness of the e-content

programme delivered to the college level students and also proves that it is helpful to attain an

optimum level in their study.

Amutha, S. (2011) investigated the effectiveness of designing e-content with a

metacognitive instructional design (model) on science teaching competence of student-teachers

in teacher education institutions. E-learning modules facilitate the student-teachers of science on

how to write a script and story board for the development of e-content of their own. Indeed the

modules help them to learn the what, why, and how of e-content. This e-content was the first of

its kind which is programmed for student-teachers of science to learn an innovative teaching

technique for teaching science concepts using meta-cognitive instructional design.


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3.8. STUDIES ON COMPUTER-SUPPORTED LEARNING THROUGH METHODS OF

CBI, CAI, CMI, CD-BASED MULTIMEDIA MATERIALS CONDUCTED IN

MATHEMATICS - INDIA.

Radha Ravi (1989) developed curricular material to teach the limit concept using the

computer as a tool in senior high school and to examine the effect of using computers in teaching

the concept. An observation of students performce in this study indicated that all the instructional

goals were achieved with most students. The use of computers appeared to be more beneficial to

the weaker students.

Singh R.D., Ahluwalia S.P., and Verma S.K. (1991), studied the difference in

mathematics achievement in instructional strategy between boys and girls, separately, and as a

group. The result revealed that the students who used computers scored significantly higher than

those taught mathematics through the conventional method.

Stella (1992), studied the impact of the computer-assisted learning method developed on

the topic “The Language of Sets”, in Mathematics, upon under-achievers, normal achievers, and

over-achievers. The sample consisted of 147 students of the VII standard of Kanchi Kamakodi

Matriculation school, Trichy, Tamilnadu. The findings were 1) computer assisted learning was

an effective individualized instructional technique that helps under-achievers reach optimum

expected level of achievement, and 2) maximum effectiveness for under-achievers than both

normal and over-achievers in terms of achievement.

Abbas (1998) examined the effects of two inductive multimedia programs on including

graphs, on subjects’ ability to create linear function, and conceptualize variables from word


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problems. Students scored significantly higher on the post-tests than on the pre-tests on both, for

construction and variable conceptualization.

Nagar, Nirmal (1998) examined the usefulness of the computer in teaching mathematics

and also the trends regarding the use of computer-assisted teaching of mathematics. The analysis

of data revealed that computer-assisted teaching of mathematics benefitted both the teacher and

the students, and it encouraged individualization and practice without burdening the teacher with

repetition and monotonous activity.

Nisha Raninga (2010) has studied the effectiveness of CAI for the Teaching of

Mathematics of Standard VII. In the present study, an attempt was made to compare the

effectiveness of the CAI method and the traditional method of teaching the “Mean, Median, and

Mode” unit of mathematics for class VII. A total of 66 students from the class VII of a Gujarati

medium higher secondary, L.B.S school, in Rajkot were chosen as a sample. After every

experiment, an achievement-test was administered and the results were evaluated and analyzed

by considering appropriate statistical measures like mean, standard deviation (SD), and t-value.

The analysis reveals that the t-value was significant in the case of the experimental group. So, the

researcher rejected the null hypothesis and concluded that the CAI method was effective for

teaching mathematics to the class VII students when compared to the traditional method.

3.9. STUDIES ON E-LEARNING WITH REFERENCE TO ACHIEVEMENT IN

MATHEMATICS - INDIA

Vasantha C.R. (2002) studied the effectiveness of instructional modules in calculus on

the performance of under-achievers at the higher secondary level. The sample of the study

consisted of 11 under-achievers from the English medium and 23 girls from the Tamil medium


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section. An achievement test prepared by the investigator, was administered to the students. This

served as the pre-test. After the treatment, a post-test was also administered. It was found that the

experimental group’s performance was far superior to the control group. The study clearly

revealed that the instructional modules in calculus prepared by the investigator could show

immense impact in the learning of mathematics.

Mohanasundaram, K. and Soosairaj, J. (2008) developed a web-based classroom

instruction in learning mathematics with reference to attitude, interaction and web skills of

higher secondary students to find out the effectiveness of the web-based class room instruction

method in learning mathematics over the conventional method. This study followed a pre-test

treatment post-test equivalent two groups’ experimental design. The experimental group students

who learnt through web-based class room instruction achieved more in mathematics than the

control group students who learnt through the conventional method. The web-based class room

instruction method is more effective than the conventional method in improving the achievement

of students in mathematics.

3.10. SUMMARY OF REVIEW OF RELATED LITERATURE

The studies which have been conducted on Computer Assisted Instruction, Computer-

Based Instruction, Computer-Mediated Instruction, Web-Based or CD-Based multimedia, E-

learning materials both abroad and in India show the need and significance of the emerging

technology in the field of the teaching - learning process.

Without a review of literature, it would be difficult to build a body of acceptable

knowledge on any educational topic. It is useful in studying the significance of the problem,

developing the research design, relating the results of the study to previous knowledge and


111

suggesting further research. It is an extensive task calling for deep insight and a clear

perspective of the overall field.

It is very essential for every investigator to be up-to-date in his information about the

literature related to his own problem, already done by others. It is considered the most important

prerequisite to actual planning and conducting the study. It locates comparative data and

findings useful in the interpretation and discussion of results. Hence, the investigator has made

an attempt to collect and analyze relevant information related to the present investigation.

Much research has been done to the quality aspect of various subjects other than

mathematics with the help of Computer-Assisted Instruction, Computer-Based Instruction,

Computer-Mediated Instruction, CD-Based multimedia materials by Smart, Kathy Ann (1993),

Wills, S. (1993), Williams et.al. (2001), Kochker, M. (2005), Leuenberger, H. (2006), Naik, DC.

Teelock. (2006), Kanellopoulos, D. (2007), Lanyi, C.S. (2007), Suarez, M.D.A. (2009), Katai,

Zoltan (2010), Campbell, Kristin R. (2011), Koehler, N.A. (2011), Usha, P. (1990), Jeyamani, P.

(1991), Kozma, R.B. (1991), Rose, A.V. (1992), Karpagakumaravel, R. (1994), Rangaraj, K.R.

(1997), Barab, Sasha et.al. (2000), Kamika, T. Bhal., and Mardikar, A.M. (2000), Panda et al.

(2000), Sharma, R.D. and Sansanwal, D.N. (2002), Vaikunthavasagam (2002), Anna Raja and

Felcia Persis Rani (2003), Kakreti, B.R. and Rajesh Nagar Koti (2003), Malliga, T. (2003),

Margaret and Agnes (2003), Shanthi and Amalraj (2003), Vasanthi and Hema (2003), Bobby

(2004), Mridula, D. Ranade. (2004), Panch Ramalingam. (2004), Annaraja, P. and Nirmala

Sundararaj. (2005), Arulsamy, S. (2005), Helen Joy and Shaiju (2005), Sangeeta (2005),

Subbaiah, S. (2005), Johnson (2006), Vinoth Kumar, D. (2006), Benjamin Edward William, A.

(2007), David Devraj Kumar (2007), Joy, B.H. (2007), Amruth, G. Kumar (2008), Babu, R

(2008), Bharat, H. Joshi (2008), Jagannath, K. Dange (2008), Nimavathi, V. and Gnanadevan, R.


112

(2008), Baiju, K. Nath (2009), Jomy Johnson (2009), Kanmani, M. and Radha, M. (2009),

Anboucarrassy, B. (2010), and Chiniwar, P.S.(2010).

They have studied the effectiveness of Computer-Assisted Instruction, Computer-

Based Instruction, Computer-Mediated Instruction, Web-Based or CD-Based multimedia

materials in other subjects and have concluded that while using Computer-Assisted Instruction,

Computer-Based Instruction, Computer-Mediated Instruction, Web-Based or CD-based

multimedia materials, there has been an effective progress in the method of learning.

Many studies have been conducted on Web-Based E-learning methods both abroad and in

India by scholars such as Indrus, Rozhan Mohammed (2000),Kekkonen-Moneta et. al., (2002),

Paul, G. Paris (2004), Lau,H.Y.K. Mak, and K.L.Ma, H.(2006), Zajaczck, J.Gots, et.al (2006),

Ridgway et.al (2007), Claudia, Blezu and Emil, M. Popa (2008), Padilla, B. and Rodríguez,

M.C. (2008), Walker, David A. et.al (2008), Tatli, Z.H. (2009), Weninger, L et.al (2009),

Elizabeth, A. Fisher (2010), Hao Shi (2010),Davids, M.R., Chikte, U.M.E. and Halperin,

M.L.(2011), Kim, Mi-Ryang Kim., Tae Ung Kim., Jaehyoun (2011), Michele Biasutti, (2011),

Sarah, J. Stein (2011), Sung, Yao-Ting (2011), Tseng,Ming-Lang (2011), Walsh, John., Sun,

Jerry Chih-Yuan., Riconscente Michelle (2011), Mohammad Madallh Alhabahba et.al (2012),

Bhuvaneshwari, K. (2004), Khan, B.H. (2004), Singaravelu, G. (2007), Jebaraj, G.P., and

Mohanasundaram, K. (2008), Anita Rastogi and Babita Parashar (2009), Aravindan, S. and

Ramganesh, E.(2010), Ramasamy and Hariharakrishnan (2010), and Amutha, S. (2011).

The CAI, CBI, CMI, Web-Based or CD-Based multimedia materials are being

successfully applied in mathematics. Most studies have revealed that the E-learning strategies are

more effective than the conventional methods of teaching subjects.

Many studies have been conducted on Computer-Assisted Instruction, Computer-Based


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Instruction, Computer-Mediated Instruction, CD-Based multimedia materials in Mathematics

both abroad and in India, by scholars, such as, Pam Bishop, Mike Beilby, and Adrian Bowman,

(1992), Ortega-Tudela, J.M., Gomez-Ariza, C.J. (2006), Gabriel, Lopez-Morteo and Gilberto,

López (2007), Baptista, J. Aires et.al., (2010), Elenchothy Davrajoo (2010), Nathan, M.J.(2010),

Othman, N. Alsawaie and Iman, M. Alghazo (2010), William Martin (2010), Radha Ravi

(1989), Singh, R.D., Ahluwalia, S.P., and Verma, S.K. (1991), Stella (1992), Abbas (1998),

Nagar, Nirmal (1998), and Nisha Raninga (2010).

Vasantha, C.R. (2002), Mohanasundaram, K. and Soosairaj, J. (2008), have studied the

effectiveness of E-learning modules in mathematics in India.

3.11. CONCLUSION

From the review of related literature concerning the learning of Mathematics using

Computer-Assisted Instruction, Computer-Based Instruction, Computer-Mediated Instruction,

Web-Based or CD-Based Multimedia E-learning materials, it is realized that there is great

demand for research to be carried out in the field of E-learning modules in learning. Hence, the

investigator, as an experienced mathematics teacher educator, having consulted other experts and

other resources, has intended to develop E-learning modules in mathematics to know its

effectiveness.


chapter iii review of related...

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